VAK model and its contribution to the development of listening comprehension in English learning

Abstract

A qualitative research project was conducted to evaluate the effect of visual, auditory, and kinesthetic learning styles, as specified by the VAK model, on students' development of their ability to listen in English. Understanding how students learn best can help teachers develop effective ways to teach English to improve student language development (e.g., listening). Listening is a difficult skill to develop for many people, especially in English contexts, where students often have difficulties developing their listening ability. The project used a non-experimental, descriptive, and cross-sectional methodology for data collection. Surveys for students, interviews with teachers and school administrators, and classroom observation calendars were used to identify the predominant student learning style and its relationship with how teachers taught English. The data indicate that students' listening abilities increased when teachers implemented learning strategies aligned with the VAK model, which increased student motivation and encouraged them to be more active in class. Many students were not aware of their predominant learning style and were not taking advantage of the appropriate learning strategies that would improve their academic performance. The integration of visual aids, audio activities that are related to real-life situations, and kinesthetic activities helped students experience more meaningful and dynamic learning and improved students' ability to learn independently. Using the VAK model provides educational practitioners with an effective pedagogical option to improve students' listening comprehension in English; therefore, its implementation will support inclusive and student-centered teaching practices and allow students to develop their language skills through varied and engaging instructional methods.